THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2023 KCI Impact Factor : 1.67
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pISSN : 1229-0718 / eISSN : 2671-6542
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The Influence of Effortful Control and Teacher-Child Relationship on Children’s Social Development: Moderated Mediation Effect of Gender
- THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
- 2021, 34(2), pp.87-112
- DOI : 10.35574/KJDP.2021.6.34.2.87
- Publisher : The Korean Society For Developmental Psychology
- Research Area : Social Science > Psychological Science
- Received : April 15, 2021
- Accepted : May 24, 2021
- Published : June 15, 2021
LEE JI YOUNG 1, SUNG, JIHYUN 1
1성균관대학교
Accredited
ABSTRACT
The purpose of this study was to examine the moderated mediation effect of gender on the influence of effortful control and teacher-child relationships on children’s social development. The participants were 163 children (aged 4-5 years) and their teachers. Mediation, moderation, and moderated mediation models were analyzed using SPSS 21.0 and PROCESS macro 3.5 programs. First, the teacher-child relationship mediated the relationship between children’s effortful control and social development. Second, the gender moderated the effects of the children’s effortful control on the teacher-child relationship. Finally, the indirect effect of teacher-child relationships through children’s effortful control on social development was moderated by gender. The indirect effect was significant, especially in boys. This study provides information about ways to guide a child’s social development according to their gender.
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This paper was written with support from the National Research Foundation of Korea.